خلاصة:
This study aimed to compare the effect of listening strategies, namely,
metacognitive, cognitive and social/affective strategies, on impulsive and
reflective visually impaired EFL learners’ (VILs) listening comprehension. The
participants of the study were 58 male and female VILs at pre-intermediate level
within the age range of 12-18 in the west of Iran, Khorram Abad. These
participants were selected non-randomly from among 10 different classes
available to the researcher. To select the participants, the researcher talked to
learners of these 10 classes and sought the consent of 58 learners to take part in
the study. The Preliminary English Test (PET) pre-piloted on 30 students with
almost similar characteristics to the target sample was administered to 72
students for selecting a homogenized group of participants. Then, 58 students
were selected. Afterwards, the researcher administered the Personality
Questionnaire developed by Eysenck (1975) to categorize them into two
experimental groups of impulsive and reflective. Furthermore, the researcher
made sure that the two groups were homogeneous regarding their listening
comprehension prior to the start of the treatment. In this study, both experimental
groups practiced listening comprehension through listening strategies, namely,
metacognitive, cognitive and social/affective strategies. The listening section of
the PET test was administered as the posttest at the end of the treatment to both
groups and their mean scores on the tests were compared through Independent
Samples t-test. The results of statistical analyses led to the rejection of null
hypothesis with the conclusion that the reflective learners significantly
outperformed the impulsive students on the posttest of listening comprehension.
ملخص الجهاز:
"7. 1 Abstract This study aimed to compare the effect of listening strategies, namely,metacognitive, cognitive and social/affective strategies, on impulsive and reflective visually impaired EFL learners’ (VILs) listening comprehension.
As far as the researcher, who teaches VILs, knows in Iran these learners are not given due attention and no study has been conducted to investigate the role of visually impaired students’ cognitive styles (being reflective or impulsive) on their listening comprehension, which seems to be the main source of learning for most of them.
Moreover, up to now, no single study has ever evaluated the differential effect of listening strategies on reflective and impulsive visually impaired EFL learners in the context of Iran.
Therefore, this study was an attempt to fill this gap and to empirically investigate the possible effect of using listening strategies, namely, metacognitive, cognitive and social/affective strategies, on impulsive and reflective visually impaired learners’ listening comprehension.
Therefore, the following research question was formulated: RQ: Does the use of listening strategies have any significantly different effect on reflective and impulsive visually impaired EFL learners' listening comprehension?
Discussion The present study set out to compare the effect of listening strategies, namely, metacognitive, cognitive and social/affective strategies, on impulsive and reflective visually impaired EFL learners’ (VILs) listening comprehension.
Based on the findings of the present study and extensive review of the related literature, a statistically-supported justification is provided for paying a higher level of attention to visually impaired EFL learners’ listening comprehension in general and teaching different listening comprehension strategies in particular."